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Exploring Intergroup Dialogue As a Sociocritical Pedagogy in Preservice Early Childhood Education

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Exploring Intergroup Dialogue As a Sociocritical Pedagogy in Preservice Early Childhood Education Teacher EducationAndrea Quarterly, C. Minkoff Summer 2020 Exploring Intergroup Dialogue as a Sociocritical Pedagogy in Preservice Early Childhood Education Andrea C. Minkoff Abstract This study examined the impact of intergroup dialogue on a cohort of preservice early childhood educators. Specific attention was paid to the ways in which par- ticipation in intergroup dialogue shaped participants’ sense of identity, the ways in which they “saw” multiple and intersecting identities in schools and classrooms, and how participants envisioned dialogue impacting their future early childhood classrooms. Data collection methods included qualitative analysis of written reflections from participants during and after intergroup dialogue as well as interviews with participants 6 months after participating in intergroup dialogue. Results suggest that intergroup dialogue contributed to participants’ sense of self as related to their praxis by expanding their sense of identity to be more inclusive and aware of dimensions of power and privilege. Additionally, participants came to see issues of identity with young learners in more complex ways. Furthermore, participants experienced a sense of empowerment around navigating and engaging Andrea C. Minkoff is an assistant professor in the Child and Adolescent Development Master’s Program of the LaFetra College of Education at the University of La Verne, La Verne, California. Email address: [email protected] © 2020 by Caddo Gap Press 55 Exploring Intergroup Dialogue as a Sociocritical Pedagogy this complexity with their students. This study demonstrates that intergroup dialogue offers participants a space within a teacher education program for sociocritical reflection and identity expansion. Implications for teacher education are discussed. Introduction Whereas research has demonstrated both short- and long-term benefits of high- quality early childhood education (Ansari et al., 2019; Bakken, Brown, & Downing, 2017; Shonkoff & Phillips, 2000), less is known about preparing effective early childhood educators, especially in the areas of diversity and identity. This study examined how one approach to engaging diversity, intergroup dialogue, shaped a cohort of preservice early childhood educators. Specifically, this study asked the following research questions: RQ1: How does intergroup dialogue with preservice early childhood educators shape participants’ sense of identity as related to their praxis? RQ2: How does intergroup dialogue influence how participants “see” multiple and intersecting identities in schools and classrooms? RQ3: How do early preservice childhood educators envision intergroup dialogue contributing to their future professional lives? While it has been established that developing culturally responsive dispositions and practices in early childhood educators is important (Boutte, 2018; Chu, 2014; Kidd, Sánchez, & Thorp, 2008), this project extends previous work by exploring the possible impact of intergroup dialogue as a specific pedagogy to achieve such goals. Literature Review Considering the significance of race and culture in classrooms and society, I engage sociocritical theories as explanatory frameworks for understanding identities in context (Gutiérrez, 2008; Gutiérrez & Rogoff, 2003). Sociocritical approaches contextualize the meaning of socially constructed categories, such as race, by at- tending to both variance and regularity within groups in social and cultural contexts (Gutiérrez & Rogoff, 2003). They acknowledge the role of structural “-isms” and explore how individuals make meaning of varied access to power and privilege. They also discourage binary and deficit thinking and encourage viewing individuals as members of social and historical communities that “live culturally” (Gutiérrez, 2000), thus bringing a situated and dynamic perspective to conversations about teacher and student demographics. Identity and Reflection in Teacher Education Persisting segregation in the United States suggests teachers may have had few opportunities to engage across difference and, consequently, may enter the classroom 56 Andrea C. Minkoff with problematic, stereotypical views of students and colleagues who are different from them (Causey, Thomas, & Armento, 2000). Accordingly, teacher education programs encourage critical reflection to help future teachers de-bias themselves (Howard, 2003; Lynn & Smith-Maddox, 2007; Šaric & Šteh, 2017). The practice of self-reflection is imperative to helping preservice teachers understand them- selves in a sociocritical context—a prerequisite for understanding the experiences of students who are different from selves (Gay & Howard, 2000; Howard, 2003; Sleeter & Owuor, 2011); however, the specifics of how to best engage and support developing teachers in this work warrant more exploration. Intergroup dialogue, an approach used in higher education, may provide some insight. Intergroup Dialogue as a Sociocritical Pedagogy Intergroup dialogue is a structured and purposeful practice for engagement across difference. Results from research in higher education on intergroup dialogue suggest that participation in intergroup dialogue leads to identity engagement, development, and reflection (Gurin, Nagda, & Lopez, 2004; Rodríguez, Nagda, Sorensen, & Gurin, 2018; Schoem & Hurtado, 2001). Centering participants’ ex- periences within their respective identity groups (e.g., racial identity) is an integral part of the process. Focusing on group membership allows for exploring the ways that social and historical relations of power (e.g., racism) play out in the daily lives of individuals, while attending to both regularity and variance. Nagda, Kim, and Truelove (2004) assessed intergroup learning as facilitated by both enlightenment (lectures, readings) and encounter (hearing and learning from people from other social identity groups) in a cohort of undergraduates. Results from pre- and posttest surveys indicate that the course as a whole, focusing on learning about difference using varied learning modalities, had an overall significant impact on increasing students’ motivation for intergroup learning, their assessment of the importance of prejudice reduction and promoting diversity, and their confidence in doing so. (p. 208) These results were consistent for both students of color and White students. In addition to pedagogical processes, communication processes in intergroup dialogues are important. Nagda (2006) identified four main communication pro- cesses that occur in intergroup dialogue: alliance building, self-engagement, critical self-reflection, and appreciating difference. Nagda found that appreciation of dif- ference facilitated self-engagement, which in turn facilitated critical self-reflection and alliance building. Lastly, the communication processes of self-engagement and alliance building contributed to the psychological processes of bridging differences. According to Nagda, when critical self-reflection happens in the context of dialogue, it can spur greater insight into both the social structural forces of inequality as well as the individual impact on participants in the dialogue and the dialogic engagement itself. Thus, 57 Exploring Intergroup Dialogue as a Sociocritical Pedagogy critical self-reflection sets intergroup dialogues apart from solely anti-bias, preju- dice reduction, and other efforts directed toward intergroup harmony. (p. 568) Given the transformative potential of intergroup dialogue, as well as empirical support that it moves college age participants engage in social justice advocacy work (Ford & Lipkin, 2019; Hopkins & Domingue, 2015) it is worth exploring the impact of such a program on teachers. Engaging intergroup dialogue in teacher education may prepare preservice teachers by offering a structured space for critical reflection about dimensions of identity, power, and privilege. Research on the effects of intergroup dialogue has suggested that participants develop the ability to perspective take and feel more comfortable communicating across and building bridges across difference (Nagda & Zúñiga, 2003)—all skills that are important for teachers working with diverse populations. While this type of engagement has historically been missing from the preparation of early childhood educators, this study aimed to deepen the understand- ing of the dynamic and complex ways that we prepare early childhood educators for work with culturally and linguistically diverse children. Methods Data collection occurred over the course of an academic year. Participants were selected from an incoming 2013–2014 18-month urban residency early childhood education and elementary multiple-subject cohort at a large, public Pacific Rim university with a teacher preparation program committed to preparing teachers to teach in underserved communities of color. In addition to receiving their preliminary multiple-subject credential and child development permit, participants were work- ing toward their MEd. The cohort comprised nine preservice teachers (all of whom identified as women, two as White, two as multiracial, two as Asian American, and three as Latina), and all nine participated in this study. Two types of qualitative methods were used to evaluate the impact participa- tion in intergroup dialogue had on early childhood preservice educators: document analysis and interviews. It is important to note that the actual dialogue was not recorded—data came from participant reflections on the dialogue. Data collection began with an intergroup dialogue
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